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thejournal.com
____________________
September 2013 • Volume 40, No. 9
JOURNAL
TRANSFORMING
EDUCATION
THROUGH
TECHNOLOGY
IN THIS ISSUE
9 | THE FCC NEEDS YOU
Now’s your chance to comment on E-Rate
reform and let the FCC know what you need.
14 | E-RATE REFORM
Here’s why it matters and what it can
do for your school.
20 | APPS FOR EARLY LEARNING
The
FCC
must catch
up with
schools’
needs for
more
and
faster
broadband
Not all education apps are created equal. But
what does a good one really look like?
23 | CLOUD COMPUTING LAW
The legal issues to watch out for when storing
cloud data may surprise you.
27 | LOCATION-BASED DATA TO
THE RESCUE
New analytic software helps leaders make
data-driven choices.
31 | 4 KEYS TO VIRTUALIZATION
Our expert shares his 4 steps to designing a
virtual desktop environment.
DEPARTMENTS
3 | OUR SPACE
E-Rate Reform Begins at Home
4 | HERE & NOW 5 Steps to 1-to-1 Success
7 | PRODUCT ROUNDUP
8 | INNOVATOR
36 | INDEX
7 New Apps for Schools
Jane Englert, Technology Integrator
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E-rate Reform Begins at Home
More bandwidth for schools is not enough for today’s
digital learners.
I
IF WE KNOW ANYTHING at all about the im-
the FCC has the opportunity to redefine
pact of technology on learning, we know that stu-
equitable access, which is now less about
dents must be able to use it when they need it, as
the device and more about connectivity.
long as they need it. Studies from Project RED and
One key section in the proposed overhaul
other research initiatives have shown that ubiq-
asks if the FCC “should permit schools
uitous access is a necessary (although certainly
to provide wireless hotspots to surround-
not sufficient) condition for technology to have a
ing communities using E-rate supported
positive impact on student learning outcomes and
services.” The answer to that should be
behaviors. Hence, the move by so many districts
a resounding “Yes!” (Or, if you are Homer
toward a 1-to-1 computing ratio.
Simpson, “D’oh!”) But wireless “hotspots”
But here’s the not-so-secret secret about 1-to-1
centers are a safe walking distance from
during the school day. For technology to have
every student’s home, opened early and
its truest impact, students need to be able to do
closed late, and provide instructional guid-
research, use productivity tools, get instruction,
ance, we are still looking at serious inequi-
engage with text, and practice skills (remedial or
table access to digital learning resources.
| SEPTEMBER 2013
ADVISORY BOARD
Geoffrey H. Fletcher
Deputy Executive Director, State Educational
Technology Directors Association
Ann Flynn
Director of Education Technology & State Association
Services, National School Boards Association
Judy Grissom
Superintendent, Rowan-Salisbury School System (NC)
Christopher Harris
Coordinator, School Library System, Genesee Valley
Educational Partnership (NY)
Cathy Hutchins
Principal, South Woods Elementary School, St. John’s
County School District (FL)
Thomas Murray
Director of Technology and Cyber Education,
Quakertown Community School District (PA)
Alice E. Owen
Educational Consultant
Mark Stevens
General Manager, NEA Academy
I’d like to see the E-Rate extend discounts to
on page
14, there has been little transparency on
_______
the requirement to give schools the lowest rate.) If
of these educational resources become web- or
families in schools’ catchment areas, perhaps
families can’t afford their cable or telco rates, then
cloud-based, the need for sufficient bandwidth
using qualifiers like those who receive free or
there is no home access. And learning begins at
at home becomes the final, and critical, frontier in
reduced lunch. (I’d also like to see the E-Rate
home, now more than ever.
learning connectivity.
program ensure schools get those discounts. As
With the E-Rate reform now under consideration,
3
are not enough. Unless those community
access: anytime and anywhere doesn’t just mean
otherwise) at home, too. And as more and more
| Next Page
Ann Dunkin
Chief Technology Officer, Palo Alto Unified School
District (CA)
Therese Mageau, Editorial Director
I’d like to see
the E-Rate
extend
discounts to
families who
need them.
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CoSN CEO Keith Krueger notes in our cover story
Here&Now
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shutterstock.com
Tech + Online + Industry + Partnership
[news]
5 Steps to 1-to-1 Success
the support they require. Advises the company, “Start
[being mobile]
by identifying the level of technology knowledge and
Teachers Are Not the Problem
it into their curriculum. They need to speak up to get
BEYOND Technology Education (BTE), a K-12 tech
training gaps to uncover where the real needs are.”
For the first in a
integration consultancy, has developed a five-stage
2. Seek ways to equip students with 21st century
series of podcasts
process for preparing schools to tackle 1-to-1
skills. Educators should view technology as a
programs—a process it says takes three to four
“productivity tool” to encourage students to tackle
years to achieve fully. Calling its integration process
complex problems through project-based learning.
SWIMGrid (for “school-wide integration model”) BTE
3. Integrate technology into the curriculum. Says BTE,
details five phases:
“Add technology projects to fit into existing curriculum.
1. Train the teachers. If instructors aren’t confident
The goal: to provide students with technical skills and to
using the technology, they’ll have trouble integrating
show them how to apply what they’re learning to the real
world.” Inspired students, the company notes,
shutterstock.com
are motivated learners.
PRESS
PLAY
4
teachers, Being
Mobile’s Elliot Soloway and Cathie Norris explore the
age-old perception that teachers are the underlying
problem behind American students’ poor performance
in international assessments, and decry “America’s
mistaken perception.” Future podcasts will focus on
how schools can begin to reverse course on the issue.
4. Build the infrastructure with a view
[digital portfolios]
to the future. The classroom networking
The 6-Year-Old Blogger
infrastructure needs to be secure and
VIDEO: Kathy Cassidy, author of Connected from the
ready to handle the new and growing loads
Start: Global Learning in the Primary Grades, discusses
imposed by mobile computing, the use of
the six biggest reasons for creating digital portfolios
digital textbooks, streaming video, and other
in every class, even with young learners. Cassidy also
broadband-hungry applications.
shares her top
5. Track and assess projects. Make sure
platforms for getting
to schedule “periodic assessments,” says
started. For more
BTE, to make sure that new instructional
on Cassidy’s book,
practices stay on track and hit their goals
read an excerpt at
over the long term.
thejournal.com.
Click for Mac
| SEPTEMBER 2013
devoted to
Here&Now
[industry update]
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{win big!}
Change the World
Challenge
breaking news
The Siemens Foundation and Discovery
Education’s We Can Change the World
Challenge tasks K-12 students with
Microsoft has formally launched Bing for Schools
identifying an environmental issue in
in a nationwide pilot. The service provides privacy-
their classroom, school, or community
enhanced features for students, free Common
and creating a replicable green solution.
Core-aligned learning resources targeted toward
Contestants can earn more than
specific grade levels, and a technology rewards
$300,000 in prizes.
The challenge pairs student teams
program for schools. In addition, through the Bing
Rewards program, parents, teachers, and students can earn free Microsoft Surface RT
with faculty advisers to develop
tablets for their classrooms by using the site and donating “credits” to a school of their
actionable concepts that can make an
choice. Information on joining the pilot is on the Bing for Schools registration page.
impact on communities. Concepts will
be reviewed, in a rigorous three-part
As part of its nationwide STEM initiative, curriculum development company STEM
Click Here for Breaking News
process, by a panel of environmental
Fuse is giving away its full semester game design course GAME:IT to 10,000 high
advocates and science educators
schools. GAME:IT is an introductory-level course that engages students with project-
who will judge teams based on their
based learning and focuses on building working games through programming, math,
research, analysis, and the replicability
physics, and engineering concepts. At the end of the course, students can enter their
of the solution. Last year, the top prize
games in a national competition run by the company.
went to Rockdale Magnet School for
Science and Technology in Conyers,
HP’s free Catalyst Academy is expanding its offerings to include new courses on
GA, for a project on optimizing solar
intercultural understanding, games for learning, using mobile apps to convert students
cells for sustainable use.
into “citizen scientists,” and more. The courses are developed by educators from
5
Student and school prizes vary
around the world. With support from the International Society for Technology in
according to grade level and include
Education (ISTE) and the New Media Consortium (NMC), the goal of the program is to
scholarships, savings bonds, school
reach “hundreds of thousands” of teachers in grades 6 through 12 around the world
grants, and adventure trips. The
with courses that focus on STEMx education.
deadline to enter is March 4, 2014.
| SEPTEMBER 2013
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E-Newsletter Spotlight
The K-12 E-Learning Report is a monthly electronic newsletter spotlighting the latest in online and digital
learning technologies and their implementation in schools. EDITOR: JOSHUA BOLKAN
K-12 E-Learning Report
science, what you want to pay attention to is the free
The Apple App Store
6 Excellent Sites for Free
Digital Textbooks
textbooks link, which includes 30 no-cost books.
Apple doesn’t make it easy to hunt down digital
The site counts up standards met for many of the
books created with iBooks Author that might be
BY DIAN SCHAFFHAUSER
textbooks; but since they’re being compared to
relevant to K-12 teachers. But we uncovered a few
California education standards, that metric may or
offerings worth a mention. First, you’ll find all of the
may not be of use to you.
CK-12 textbooks in the App Store for easy download.
Plug “digital resources for K-12” into Google and
Read on for a list of four new textbooks to try.
you’ll get a bazillion results (or maybe it just seems
that way). Head to any resource site for teachers and
CK-12 Foundation
you’ll lose yourself in a miasma of links. Thinkfinity
This pioneer in the field of OER has a simple student
will link you to Smithsonian, which will direct you to
interface. Go to the home page, pick a topic, and
HippoCampus, and onto Khan Academy, and over to
choose a “FlexBook” from what’s listed. English has
T.H.E. Journal E-Newsletters
Curriki, and off to—well, you get the picture.
three offerings (one a teacher’s edition), history has
Click to subscribe to any of these newsletters:
two, math has five (all for middle school), and earth
T.H.E. News Update
don’t want to spend all your planning time piecing
science has five. This is one of the few resources that
What you need to know now about K-12 ed tech
together a school year’s worth of lessons from a
actually allows reviewing. For example, CK-12 Earth
multitude of websites. You just want the whole
Science Concepts for High School, written by science
enchilada delivered in textbook form from which you
writer Dana Desonie and running 1,208 pages in PDF
can select the content you’ll assign to your students.
format, gets 11 thumbs up and no thumbs down.
To that end, we have hunted down the top sources for
FlexBooks can be downloaded in three forms: PDF,
digital textbooks, all of which are free.
mobi, and ePub (for iPad and Android devices).
As wonderful as those sites are, sometimes you
Users have to sign in for access to the textbooks,
6
California Learning Resource Network (CLRN)
but you can use your Google, Facebook, or Twitter
The current number of open educational resources
account for that. Once you’ve provided that, you’ll
(OERs) on CLRN stands at 6,063. If you’re teaching
receive a confirmation e-mail that will guide you back
high school-level math, science, history, or social
to the site for your downloads.
| SEPTEMBER 2013
Read the full story online at thejournal.com.
T.H.E. 21st Century School
A/V, interactive, and collaborative technologies
for K-12
K-12 Mobile Classroom
Mobile technology in the K-12 classroom
Common Core Tech Update
Tips and tools to help simplify your CCSS rollout
K-12 E-Learning Report
Trends and analysis in digital and online learning
Product Roundup 7 New
Slideshow:
Apps
Kids Discover’s latest interactive app helps introduce Ancient Egypt to students
7-12 through interactive features, such as video, virtual tours, and assessments.
$3.99 for iPad.
rollout
Text to Tech
Point-and-Click Pickup
Assessing Performance
Mooresville Graded School District
(NC), the winner of the 2012 Sylvia Charp
Award, recently adopted a digital social
studies textbook, Discovery’s Social
Studies Techbook, for its middle school
classrooms. The book provides links to
historical resources and activities intended to help
students think
critically, develop arguments,
and investigate
history. The social studies series covers curriculum for United States history,
world history, and world geography and
cultures. Read the full story online.
To help structure the pickup of students
after school, Fort Mill Elementary
School (SC) is piloting the KidGopher
system, which tracks students and caregivers through an iOS app and digital
signage. During pickup times, teachers
scan specially issued guardian ID cards
with an iOS device, and a corresponding app displays the list of students (with
photos) for cross-reference. As each
student is checked off, his or her name
is removed from a queue displayed on a
nearby digital signage board. Additionally, the school is able to store a permanent record of each child’s pickup. Read
the full story online.
Bibb County School District (GA) will
use software from Performance Matters
to manage assessment data and stay on
top of assessments that require schools
to monitor learning outcomes and teacher and administrator effectiveness. The
41-school district will use the company’s
Formative Action System for Teacher Effectiveness and Student Learning Objectives Module, which allows teachers and
students to create individual learning
plans with assessments and targets. After testing, teachers will use the software
to see student performance and view the
percentage of students achieving targets. Read the full story online.
7
| SEPTEMBER 2013
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The latest releases, services, and new product versions
newreleases
Click here for new releases
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On Sep. 12 at 4 PM EDT, learn more about Englert’s innovative use of technology in an edWeb.net webinar hosted by T.H.E. Journal’s Christopher Piehler.
INNOVATOR
JANE ENGLERT, LEARNING DESIGNER
AND TECHNOLOGY INTEGRATOR
EPHRATA HIGH SCHOOL (PA)
TECH AS A TOOL
Click for Mac
is what allows you to do that. The essence to me is to
I try never to start with a tool; I start with a reason for
build projects that give the student the opportunity to
using the tool. For instance, let’s consider ActivEx-
make decisions about what tools will best meet that
pression clickers from an assessment perspective.
need. Not all teachers are comfortable with that. From
Simply providing instruction on the ActivExpression
a management perspective it’s easier to say, “This is
devices in isolation misses the true intent for effective
the tool you have to use.” But my goal is that teachers
technology integration. Instead, the goal is to embed
eventually relinquish some of that control, allowing the
that level of instruction into a professional develop-
students to struggle through some of the discovery of
ment experience for the teacher at a point of genuine
how to use that tool.
need. From there, the teacher and I can work collaboratively to design instruction employing both online
STUDENTS AS TEACHERS
Englert shares tech initiatives she
is planning for this year.
resources and face-to-face time, using the ActivEx-
I worked with a chemistry teacher on a flipped class-
pression devices to generate student data, thus guid-
room model. There was some concern about whether
ing instruction. The technology tools are essential, but
it would be accepted, so we had to inform the par-
thought this would be really useful for our teachers.
they are a means to a greater end. The tools we work
ents and administrators what the flipped model was
And what I discovered in preparing for my presen-
with today are going to change. The focus has to be
and get their blessing to offer coursework using the
tation is that not all of the things folks recommend
on the skills, on the purpose to use a tool effectively.
strategy. I ended up taking that experience and build-
when you go to these conferences transfer well into
ing a Moodle course that I’m hoping to use to individ-
your own environment. That forced me to try to come
ualize professional development by letting teachers
up with ways to use what we already have here to
We had students creating a Glogster, taking an adven-
go through the coursework online. So we flipped in
accomplish the same thing. Our district has had a big
ture story that had to do with disasters. I didn’t spend
the classroom, and now I’m looking to flip the profes-
initiative with Promethean interactive whiteboards, so
a lot of time introducing Glogster; I allowed them to
sional development.
I figured out how to use them to accomplish some-
LOOSENING THE REINS
questions based on their needs rather than droning
Click here for the captioned version.
thing I hadn’t thought about before. There’s always
use their intuition, to play a little bit, and then answered
8
MY TOP 3
USING WHAT’S AT HAND
something new in technology, and it can be over-
on about something they might already understand. It
One time I went to a conference, sat in a fabulous
whelming to try to keep up, but sometimes the an-
boils down to using information in some way: to com-
session about infographics and all of the tools the
swer is right there in front of you—just using a piece
municate, to demonstrate, to create. The technology
presenters used, and came back invigorated. I
of technology or software in a different way.
| SEPTEMBER 2013
POLICY & ADVOCACY
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Geoffrey H. Fletcher
Uncle Sam Wants YOU to Comment on E-Rate
Want more funding for broadband? Now’s your chance to let the FCC know what you need and why.
y name is Geoff and I’m a policy geek.
I have just read through the 100 single-
ter targeted to school
spaced pages (that’s 339 paragraphs) of
need; and 4) more
the mind-numbing, footnote-laced Notice
funding is required to
of Proposed Rulemaking (NPRM) for the E-Rate. This
proposed “modernization of the E-Rate” is the cor-
meet these needs.
When it comes to revising the E-Rate pro-
it addresses all aspects of the E-Rate in an incred-
gram, all the proverbial
ibly comprehensive way. You should take note of the
stars are aligned. As
NPRM, because you can have a say in whether the
Michael Steffen, direc-
E-Rate has more money put into it, how that money
tor of digital learning at
might be distributed, and how the program operates
the FCC, told SETDA
and is administered. The potential for you to have an
members on a call,
impact on one of the most vital components of infra-
“We are at a special
structure for education is enormous.
moment in educa-
shutterstock.com
nerstone of the president’s ConnectED program, and
SETDA believes that for most states and districts:
9
simplified and bet-
tion technology and
1) demands for more broadband for learning are
the possibilities that it
growing beyond schools’ ability to provide it; 2)
creates. That idea has
broadband access is necessary to meet school re-
created enthusiasm for
the chair of our oversight committee in the Senate,
form and improvement goals and improve learning
really pushing on this issue in the near term…all the
the secretary of education, the leadership here at the
for all students; 3) the E-Rate program needs to be
way up to the president of the United States, but also
commission, all the commissioners are very engaged
| SEPTEMBER 2013
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POLICY & ADVOCACY
in this. That confluence of things
doesn’t happen that often.”
So let’s all take advantage of this
In other words, how the public—
which includes you, other educators
in your district, your state officials,
celestial miracle and let the FCC
the telecommunications carriers,
know what schools want. And the
and all the suppliers of products
way to do that is through the NPRM,
and services that are affected by the
whose purpose is to solicit feedback
E-Rate—responds to the NPRM
on the E-Rate.
in general (as well as some specific
NPRM COMMENT
DEADLINES AND DETAILS
There are two deadlines to comment on the NPRM. The first is Sept. 16, the same
day this issue goes live. So if you haven’t commented by the time you read this,
odds are you won’t make this deadline. But you can still make your voice heard.
There is a second deadline for “reply comments,” which means you get a
chance to see what others have filed and then you can either comment on their
comments or you can file fresh comments. This deadline is Oct. 16.
To comment, you can refer to the NPRM, which you can download here. To submit your comments electronically, save them as a PDF file, making sure to include
your organization’s name and date on each page. It is also best for your comments to refer to a specific paragraph in the NPRM, if possible, to make it easy for
the reviewers.
The FCC’s submission page is here. In the box that says, “Proceeding Number,”
IT’S NOT JUST TECHNOLOGY
YOU’RE PUTTING IN STUDENTS’
HANDS. IT’S POSSIBILITY.
When the nation’s second-largest union high school district decided to equip 6,500 7th graders (and 44,000
over the next six years) with iPads, they needed to pair those iPads with the best LMS available. A great 1:1
program–where every student gets their own device– demands an LMS that’s intuitive,user-friendly, with
enter the code 13-184. After you fill out the basic information about your school or
uber-responsive support and a seamless implementation process. That’s why Sweetwater Union HIgh School
district, you can use the “Browse” button at the bottom of the “Document(s)” sec-
District decided to partner with Canvas. It’s 21st Century education on a 21st Century device with a 21st Century LMS.
tion to find and upload the PDF you have created.
10
| SEPTEMBER 2013
See how Canvas can help you transform learning and find out more
about Sweetwater Union High School’s experience with Canvas at
instructure.com/thejournal or by calling 855.308.2804.
__________________
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Classroom management
POLICY & ADVOCACY
now includes Android Tablet Support
Broadcast teacher’s screen - Class registration
Chat and Message - Instant Surveys - Request Help
Display lesson objectives
questions) will determine the future
long way toward establishing a
of the E-Rate. And you do not have
baseline.
to geek out like I did and read the full
100 pages to respond.
After listening between the lines on
Examples of teaching and learning are crucial. Steffen admitted
that the folks at the FCC are not
our member call with Steffen, as well
digital learning experts, so they need
as talking with people around the
to know what is going on with digital
country, I can tell you the kinds of in-
learning in your school or district.
formation that the FCC wants to hear
This will help them build the case
from you.
that we are at a critical moment for
learning and we have to make the
General Information
Data is key. The FCC would love
11
necessary investments in infrastructure to get us there.
Support for
Google Chromebooks
Complete Classroom Management
for Windows and beyond
Tablet and Smartphone
versions for teachers
Multi-platform support for
Win, Mac and Linux classrooms
to hear detailed data about what
If your teachers are using primar-
technology connects each school
ily digital content in their classes, if
(copper, fiber, microwave, and so
you have x percent of your students
forth), the speeds going up and
taking online or blended learning
down, what you are paying for tele-
classes, if your school has flipped
communications services, where you
instruction and/or your teachers are
stand with internal connectivity, and
spending an average of an hour a day
if the internal connectivity is wired or
searching the internet for videos and
wireless. The more granular and the
other content to use with kids or their
more complete your data, the better.
own professional development, tell
If the FCC can get a good cross-
the FCC about it. If you can link your
section of districts around the coun-
examples to specific data about the
Equipping your IT labs with the latest technology is one thing; ensuring teachers have the tools to
effectively support and manage students in today’s multi-platform learning environments can be quite
another!
try providing this data, that will go a
trends in bandwidth usage that you
Learn more and download a free classroom trial at www.netsupportschool.com
_________________
| SEPTEMBER 2013
NetSupport School
Classroom Management for
Windows, Mac, Linux, Android
and Chrome OS
With NetSupport School you can run your classroom efficiently whatever the configuration.
Building on its core Windows capabilities (including Windows 8), NetSupport’s award-winning classroom
management software now combines its powerful monitoring, instruction and assessment tools with
support for Apple Mac and Linux desktops, Google Chrome OS netbooks and Android tablets, to deliver
the answers to all your classroom challenges. And with our free-to-download tablet and smartphone
version for teachers, you can even support your NetSupport-managed classroom on the move.
w: www.netsupportschool.com
______________________ | e: [email protected]
_________________________ | t: 1-888-665-0808 (Toll Free)
POLICY & ADVOCACY
have seen in your district over the
and how to account for multiyear
past few years, so much the better.
contracts to prevent waste, fraud,
and abuse. But even if you don’t
Trends or policy changes help to
have a working knowledge of the
paint the picture of the larger eco-
E-Rate, you probably have opinions
system. For example, North Carolina
about a number of topics that are
recently passed a bill that requires all
raised in the NPRM. Here are a few
instructional materials to be digital by
examples:
the 2017-2018 school year. Obviously,
that has enormous implications for
Sufficient funding: Paragraph 62 of
broadband in North Carolina schools.
the NPRM states, “The E-rate pro-
If your district has made a similar
gram has traditionally been able to
move or is going to 1-to-1 or launch-
fund all priority one requests but the
ing any other initiative that will require
total demand including priority two
more broadband, the FCC needs to
requests has exceeded the E-rate
know that. The more schools that
program’s (sic) almost every year
provide this information, the more
since the program’s inception.” If you
powerful the case will be to expand
feel you need more funding, the FCC
funding (see below).
needs to hear that with some specificity: What is it that you have not
12
Specific Information
been able to do vis-à-vis infrastruc-
The E-Rate experts in states and
ture and digital learning because of
districts will weigh in on the eso-
a lack of funds? If people at the local
teric and painfully detailed questions
level are not advocating for it, the
about such issues as the alteration of
chances that it will happen diminish
specific forms, dark versus lit fiber,
significantly.
| SEPTEMBER 2013
_____________
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POLICY & ADVOCACY
Connectivity within the school: A key set of ques-
school, on-premises access to students and other
ically cites the targets SETDA set in “The Broadband
tions within the NPRM concerns where some of the
members of the public.
Imperative”: At least 100 Mbps per 1,000 students/
funded services should be changed in order to in-
If you have implemented a 1-to-1 program or are
staff for external connections in the 2014-2015 school
crease broadband connectivity inside a building. The
planning other digital learning initiatives, you will have
year and at least 1 Gbps per 1,000 students/staff in
E-Rate is weighted heavily to getting connectivity to
a much greater chance of success if students can
the 2017-2018 school year. For internal wide-area
the school door—but if it can’t get around the build-
use connected devices beyond the four walls of the
networks, the targets are at least 1 Gbps per 1,000
ing, it doesn’t do teachers and students in classrooms
school.
students/staff in 2014-2015 and at least 10 Gbps per
1,000 students/staff in 2017-2018. These targets have
This is one of those situations where speaking up is not a futile
gesture. Your response will make a difference, and your lack of
response could say to the FCC that you have sufficient broadband
and do not need any additional funding support.
become a prominent focal point in the ConnectED
Initiative and the NPRM, and the NPRM asks if these
targets are high enough or too ambitious. They were
specified in April 2012, and since then we haven’t
seen anything that would call for the targets to be diminished in any way.
much good. You need to share your classroom con-
In SETDA’s groundbreaking white paper on this top-
This is one of those situations where speaking up is
ic, “The Broadband Imperative: Recommendations to
not a futile gesture. As Michael Steffen and the FCC
Address K-12 Educational Infrastructure Needs,” we
commissioners have said, it is critically important that
Wireless community hotspots: Paragraph 319 of
strongly recommended that “the federal government,
the FCC hear what schools across the country are
the NPRM asks if the FCC “should permit schools to
states, and districts take responsibility for ensuring
doing. Your response will make a difference, and your
provide wireless hotspots to surrounding communities
easy access to robust broadband connectivity outside
lack of response could say to the FCC that you have
using E-rate supported services.” In 2010, the FCC
of schools including, but not limited to, the home and
sufficient broadband and do not need any additional
allowed E-Rate-supported services to be used by the
such publicly accessible institutions as libraries and
funding support.
community at large when classes were not in session.
community centers.”
nectivity challenges.
Change the world—respond to the NPRM.
Because “the Commission recognized that students’
13
need for broadband access does not end when their
Connectivity goals: A key question from the NPRM is
Geoffrey H. Fletcher is the deputy executive direc-
schools’ doors close for the day,” it allowed after-
this: How do we measure success? The NPRM specif-
tor of SETDA.
| SEPTEMBER 2013
NEXT:
Why E-Rate must be
updated now
| Zoom out | Search
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FEATURE | Broadband Access
The FCC must catch
up with schools’
needs for more and
faster broadband.
By John K. Waters
I
N JULY, the Federal Communications
Commission (FCC) held an open meeting
to discuss modernizing the Schools
and Libraries Program of the Universal
Service Fund, better known to the rest of
us as E-Rate. During that meeting, the gathered
commissioners voted to release a Notice of
Proposed Rulemaking (NPRM), which launched
“a thorough review and update of the E-Rate
program” and opened a public discussion of
E-Rate policies and procedures. Districts that
want to have a voice in the discussion have
until Oct. 16 to comment on the NPRM. (For
full details on how to comment, read “NPRM
Comment Deadlines and Details” on page 10.)
__________
14
| SEPTEMBER
AUGUST 20132013
| Zoom out | Search
| Next Page
WE PUT THE IT IN OPPORTUNITY
Publication of the 175 pages (includ-
connections to take advantage of
ing appendixes) of the NPRM began
digital learning technologies that hold
what could be the most extensive
the promise of substantially improv-
overhaul ever of the program most
ing educational experiences and
responsible for helping K-12 schools
expanding opportunity for students,
access modern communications net-
teachers, parents and whole commu-
works. The authors of the NPRM note
nities. As a result, there is a growing
that since E-Rate was created in 1996,
chorus of calls to build on the suc-
it “has been instrumental in ensur-
cess of the E-Rate program by mod-
ing our schools and libraries have the
ernizing the program and adopting
connectivity necessary to enable stu-
clear forward-looking goals aimed
dents and library patrons to participate
at efficiently and effectively ensuring
in the digital world.” But the program
high-capacity connections to schools
has changed surprisingly little over the
and libraries nationwide.
We believe your IT lifecycle should be
filled with opportunities, not obstacles.
Whether you need new systems, are looking for
an innovative approach, or want help navigating
the ever-changing licensing landscape, count on
GovConnection to transform your IT lifecycle
requirements into reality.
GovConnection’s experts can help you discern your
organization’s technology needs, design innovative
solutions to complex challenges, and deliver the
products, services, and guidance you need to realize
your goals.
years, especially when compared with
the technologies it supports.
Moreover, there is a growing consen-
Tom Koutsky, chief policy counsel at
Connected Nation, would count himself
sus, acknowledged by the FCC, that
among that chorus. He worked for the
E-Rate “needs to sharpen its focus and
FCC prior to joining Connected Nation,
provide schools and libraries with high-
a 10-year-old nonprofit focused on
capacity broadband connections.” The
expanding access to broadband
FCC makes the case for such a shift
and related technologies. While at
in educational priorities in the NPRM’s
the FCC, he served on the team that
introduction:
authored the National Broadband Plan.
Increasingly, schools and libraries
Koutsky is his organization’s policy
require high-capacity broadband
lead on FCC and congressional affairs
From inventory planning
to asset disposition, we’ve
got your back.
How Can
We Help?
WE SOLVE IT.
Learn how GovConnection can help you seamlessly
integrate the latest technology into your classroom.
www.govconnection.com
______________________
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LEARN MORE
©2013 GovConnection, Inc. All rights reserved. GovConnection is a registered trademark of
PC Connection, Inc. or its subsidiaries. All copyrights and trademarks remain the property
of their respective owners. #25273 HC0913
15
| SEPTEMBER 2013
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in Washington, DC. T.H.E. Journal caught up with him
technologies and outdated services. “E-Rate has been
moments after he left that July FCC meeting.
paying for a panoply of telecom services that just don’t
the E-Rate program was created nearly two decades
support the educational mission of most schools and
ago. Only about 14 percent of K-12 schools in this
tially connected to the internet,” he says. “But over the
libraries,” Koutsky says. “Pagers are probably the most
country were connected to the nascent internet at that
past 17 years, the commission hasn’t kept up to date
egregious, but we need to think about why the program
time, and most of those were connected at dial-up-lev-
“E-Rate was very successful in getting schools ini-
To be fair, some of these were hot technologies when
el speeds. Today the percentage of connected schools
“Some schools [have] significant bandwidth coming in,
but the vast majority of schools still have very basic levels
of connectivity today that are essentially much slower
than the typical household has.” —Tom Koutsky
is closer to 94 percent, but many of those connections
simply aren’t fast enough to keep up with the demands
of increasingly bandwidth-hungry digital learning systems and technologies.
In fact, in the NPRM, the FCC points to a 2010 FCC
survey of E-Rate funded schools and libraries in which
with regard to the services E-Rate helps to fund. The
is supporting dial-tone services, cell phones, etc. The
“only 10 percent of survey respondents reported broad-
result is that we have a scattershot outcome. Some
question we have to answer is, ‘Are those things a prior-
band speeds of 100 Mbps or greater, while 48 percent
schools are very well connected with significant band-
ity?’ When we have a national priority to get much higher
reported broadband speeds of less than 10 Mbps. Ap-
width coming in, but the vast majority of schools still
broadband connections to schools, does E-Rate need to
proximately 39 percent of the respondents cited cost
have very basic levels of connectivity today that are
be paying for pagers?”
of service as a barrier in meeting their needs, and 27
essentially much slower than the typical household has.
16
Last year, the E-Rate program’s administrator orga-
percent cited cost of installation as a barrier.”
The significance of what happened today is that [the
nization, Universal Service Administrative Company,
FCC] reestablished some priorities in the program. This
committed approximately $934,000 to paging services,
Support From the Top
meeting made it clear that the goal of E-Rate is to sup-
according to the FCC. Directory assistance services
A very public supporter of fast internet connections to
port faster broadband connectivity.”
are also eligible for E-Rate support, as are such custom
schools, President Obama has thrown his support be-
telephone features as inside wiring maintenance plans,
hind E-Rate reform. In June he unveiled ConnectED, an
Stop Paying for Pagers
call blocking, 800-number services, and text messag-
initiative that aims to connect 99 percent of America’s
Part of the process of getting E-Rate focused on broad-
ing. The FCC proposes to eliminate support for these
students to the internet through high-speed broadband
band is likely to involve shedding its support for fading
services in the NPRM.
and high-speed wireless within five years. A month
| SEPTEMBER 2013
| Zoom out | Search
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later, shortly after the FCC published its NPRM, the
SETDA’s deputy executive director, Geoffrey H.
president issued a supporting statement, essentially
Fletcher, sees the unfolding of what has been called “E-
scores the FCC’s seriousness in this matter, Fletcher
suggesting that efforts to modernize the E-Rate pro-
Rate 2.0” as a response to changing times and tech-
argues. He also points out that, although broadband is
gram are in line with the goals of the ConnectED initia-
nologies. “This is something that has been brewing for
taking center stage, the FCC is also aiming to modernize
tive: “[W]e look forward to the next steps in this effort,”
some time,” he says. “It follows the National Broadband
in other areas. “Modernization of E-Rate is not just about
he said in the statement.
Plan, of which education was a big part. I think there’s a
bandwidth,” he says, “but a range of things. It’s about
lot of momentum behind it. This is a terrific opportunity,
the administration of the process and bringing it into the
a real impact, Koutsky said, because national priori-
and I believe the commissioners truly understand that. I
current decade. It’s about how to deal with recurring
ties can move private markets. “E-Rate doesn’t pay
mean, they haven’t taken such a comprehensive look at
costs, how to support things like multiyear purchasing,
for tablets or software or laptops,” he says. “By estab-
this program…ever.”
how to improve electronic filing and use the data that
Such an endorsement from Washington could have
lishing this as a national priority, the private sector will
know that a large market is opening up for distance and
digital learning. That will incent the private sector to develop apps, tools, software, and devices that will utilize
those faster connections, and feed into this evolving
educational technology market.”
Both the president and the FCC define a “high-speed”
connection as at least 100 Mbps, but up to 1 Gbps, in
Our nation requires – and young people deserve –
education geared to the demands of today’s real world.
Generation Ready helps teachers and school leaders
create a stronger, more vibrant generation of Americans –
one that is ready for career and college.
most schools. In the NPRM, the FCC states its inten-
Stronger teachers, stronger schools, stronger students.
tion to seek comment on adopting bandwidth targets in
We’re Generation Ready. Are you?
Visit generationready.com
_______________
schools—suggested by the State Educational Technology Directors Association—of 100 Mbps per 1,000
users, increasing to 1 Gbps per 1,000 users. (Full disclosure: The author of this article worked with SETDA
in preparing a white paper in which these targets were
suggested.)
17
If nothing else, the sheer size of the NPRM under-
| SEPTEMBER 2013
| Zoom out | Search
| Next Page
2014 NATIONAL CONFERENCE • JANUARY 28 – 31, 2014
Orange County Convention Center, Orlando, FL
generates. It’s about getting WiFi into
we’re going to set high expectations
the schools, looking at the internal con-
for our districts and students, as we
nections, not just the line to the school-
rightfully are, we have to be willing to
house. And it’s about finding ways to
equip them with the resources they
make the program more equitable.”
need to meet those expectations. So
there really shouldn’t be any ques-
Finding the Funding
tion that we should do what we can
The E-Rate program subsidizes a
to update a program that’s 17 or 18
range of services with fees collected
years old and make sure that’s it’s
from telecom companies, much of
structured the way it should be. And
which is recovered from consumers
funded the way it should be.”
via the “Universal Service” line item
John D. Harrington agrees. During a
on their phone bills. The program
recent webinar, Harrington, the CEO of
is capped at $2.25 billion, which is
Funds for Learning, an E-Rate consul-
about half the funding sought by
tancy, noted that in the past 15 years,
schools and libraries in 2013. Accord-
demand for E-Rate-funded internet
ing to the FCC, demand for services
access has more than tripled, from
has exceeded the E-Rate cap every
$15 per student to $50 per student. In
year since the program was started.
the NPRM, the FCC writes: “It is likely
“There’s a $2.5 billion gap,” says
this year that only school districts with
Brian Lewis, CEO of the International
nearly 75 percent of students eligible
Society for Technology in Education.
to receive free or reduced price school
“And the NPRM gives us an opportu-
lunch will receive any funding for inter-
nity to talk about that gap. The real-
nal connections. In future years, in fact,
ity of our world has changed. This
it is likely that requests for telecommu-
isn’t a textbook world anymore. If
nications and internet access services
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| SEPTEMBER 2013
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_______________________
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SHARE
will exceed the cap, with the result that no funding for
“However, there has been no transparency around that,
support from the president, and some bipartisan
internal connections will be available for any applicants.”
and we suspect that some places are getting better
support from the commission, but they want to hear
deals than others. We need to shine a brighter light on
from educators about what’s needed.”
Harrington says, “We estimate that as early as 2014,
there will be no support for 47 percent of schools in Amer-
the costs. Additional transparency would give districts
ica for any type of internet access,” he says. “By 2015
a better idea of what their neighboring districts are pay-
Fletcher agrees: “The commissioners want data,” he
says. “They want to know what speed is coming into
under the current program rules, 71 percent of schools will
be eliminated from receiving any E-Rate program support.”
The funding cap should be raised, Harrington says,
but all of the additional funds wouldn’t necessarily have
to come from an increase in the fees that consumers
currently pay on their telephone bills. E-Rate is one of
According to the FCC, “It is likely this year that only school
districts with nearly 75 percent of students eligible to
receive free or reduced-price school lunch will receive any
funding for internal connections.”
four Universal Service Support programs, and it accounts for about a quarter of the money gathered in
ing for the same types of service, putting them in a bet-
your school. They want to know whether you have cop-
that program.
ter bargaining position. Perhaps we could stretch those
per or fiber. But they also want to hear your stories—how
dollars even farther with more transparency.”
you had to sweep the snow off the dish before you could
One approach would be simply to reallocate those
funds. The Connect America Fund, for example, is a
connect to the internet. And they want to hear about
Universal Service fund designed to extend broadband
has presented educators with an unprecedented op-
trends: If more and more school districts are moving
to high-cost areas, rural communities. Adding those
portunity, Krueger says, and they should take full ad-
from print to digital instructional materials and more and
funds to the E-Rate funds could further the overall
vantage of it. “It is critical that educators weigh in on
more are going to the internet for rich materials, you’ve
policy goal, he says.
the importance of modernizing the E-Rate program,” he
got to have broadband to make that happen.”
Among the upgrades Keith R. Krueger, CEO of the
19
The FCC’s decision to modernize the E-Rate program
said. “We need thousands of voices. Now is the time
“I don’t believe we’ll see big changes in one fell
Consortium for School Networking, would like to see in
to make that moon-shot investment in this program. If
swoop,” he adds. “But everybody is ready for a
E-Rate 2.0 is increased transparency around services
educators loudly support this vision of connecting 99
change, and it’s going to happen.”
pricing. “Since the program was enacted, telecommu-
percent of classrooms with broadband within five years,
nications companies have been required to provide the
if we raise our voices on how important E-Rate is, there
John K. Waters is a freelance journalist and author
lowest price available to schools and libraries,” he says.
will be the political will to make this happen. We have
based in Mountain View, CA.
| SEPTEMBER 2013
NEXT: Choosing apps
for early childhood ed
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EXPERT PERSPECTIVE
Stephen Gass
How to Choose the Right Apps
for Early Learning
Young children learn best from carefully vetted content.
“Make no mistake about why these babies
Share their discoveries and seek
are here—they are here to replace us.”
social interaction
—Jerry Seinfeld
At minimum, it sounds as if babies
are ready to take on the four C’s of
ood news: Babies are
the 21st century curriculum (creativity,
born wired to learn.
Instinctively, our
youngest “digital
natives” (those who have only ever
lived in a technocentric, screencentric world) will:
Take initiative
Act on their natural curiosity
Canon Brand + Canon Education Sales Department
= Quality Equipment to Fit Your Budget
shutterstock.com
111}/-}()(})'/.#)(-&-'#&()(-&- -#(.&})'*")({ssvww|{yu
____________________
_____________________________
Make clear choices
Try different approaches
Stick to a task to persist at
a goal
©2012 Canon U.S.A., Inc. Canon is a registered trademark of Canon Inc. in the United States. imageANYWARE is a trademark of Canon. All rights reserved. All images are simulated.
SEPTEMBER 2013 |
20
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EXPERT PERSPECTIVE
critical thinking, communication, collaboration). Good
educational promises. While a few studies in the litera-
concepts through direct experience with people and
news, again.
ture review above show students improving in certain
objects) are essential for healthy growth and devel-
skill areas after using particular pieces of software, a
opment, here are some guidelines for navigating the
for all future learning, they require scaffolding and ex-
set of generalizable rules, hallmarks, and features that
landscape of 21st century digital early learning.
ercise to insure the viability of the foundation. With the
might guide early educators’ choices is scant.
While these nascent skills will form the foundations
inextricable link between technology and 21st cen-
One study that does examine user experience looks
Playground vs. Playpen
tury success, an ever-growing library of baby/toddler/
at the design of the clickable hot spots found in most
In order to be in the best possible position to effec-
preschool apps and e-books, and the ubiquity of tots
children’s interactive experiences. The findings sug-
tively “replace” us, today’s children must be active
holding tablets and phones, the inevitable question
gest that when hot spots support, reinforce, or extend
learners who can readily go beyond producing the
becomes this: How might we use these digital tools to
the e-story children are reading, the children are better
right short answer to knowing where, when, why, and
best build those foundations?
able to retell the story. Extraneous or incidental “bells
how to apply information. Yet, the majority of today’s
and whistles” had the opposite effect. While the for-
What the Research Tells Us
mer approach is quite common, more than likely as an
Currently, much of the data about young children and
educator, you are not surprised to learn that extrane-
digital devices is device-oriented. As this literature
ous information, regardless of its entertainment value,
review shows, several studies report on kids’ aver-
can sabotage a well-constructed lesson.
When choosing apps or any other educational tool
for young kids, early childhood expert Stephen Gass
suggests keeping in mind the acronym P.L.A.Y.:
age hours of screen time per day (2.2 to 4.6 hours for
In the context of the paucity of interactive content
2- to 5-year-olds); others reflect a strong and positive
research, the point of this example is to illustrate that
attitude about the educational value of digital de-
as educators, armed only with your instincts and
vices among a majority of parents; still others confirm
knowledge of best practices, you are able to identify
L is for language: Whatever you do with a child,
toddlers’ and preschoolers’ ability to demonstrate
the resource best suited to any given learning goal and
describe what’s happening.
the requisite motor and cognitive skills for clicking,
learner.
A is for action: Whether it’s swiping or tapping, bring
tapping, swiping (at the older ages), and navigating
With that in mind, and with reinforcement from the
P is for position: Make sure the child is in a position
where he or she can see what’s happening.
the child into the action as much as possible.
vast archive of early childhood research literature that
Y is for yuks: Have a good time, be silly, use silly
Unfortunately, we know less about the efficacy of
suggests that playing, exploring, and experiment-
voices. And if things go wrong, laugh about it!
the content or experience to deliver on the software’s
ing with open-ended materials (as well as building
through experiences of interest.
21
P.L.A.Y. WORKS
| SEPTEMBER 2013
| Next Page
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EXPERT PERSPECTIVE
digital experiences stop short, simply offering count-
nurturing social, language, and a range of problem
room, or on the walls through conversation, display, or
less opportunities to identify, catch, and capture let-
solving skills.
live performance. And keep in mind that even the most
ters, shapes, numbers, and colors. Many, perhaps in
Many of the digital counterparts for these activities,
profound curriculum or magical material is best served
an effort to prepare early learners for life in an agrarian
however, are right-answer oriented, rather than allow-
when there’s a teacher, parent, or mentor to guide, in-
society, also focus on naming favorite barnyard ani-
ing for truly open-ended play and exploration. Look for
terpret, narrate, scaffold, or extend the experience.
mals and noises.
play experiences that avoid rigid rules, allow for ex-
Since the foundations of and attitudes toward learning are forged during the early years, it’s essential
ploration, and offer more than sound effects and easy
Today and Tomorrow
cleanup, such as the Balls app by Iotic.
Despite the complexities of an increasingly digital
that a child’s digital learning play is built on more than
world, it’s often best to keep it simple. Regardless of
naming things and receiving “good job” rewards, no
Real vs. Virtual
the child’s real world experience—from ducks to fire
matter how charmingly animated. When considering
While hands-on interactions with objects and people
trucks—or the specific curricular goal, teachers can
skill-building products in math or language, for exam-
in the real world are generally considered the preferred
always just gather their group around the glow of the
ple, look for digital equivalents of math manipulatives,
way for young children to learn, it’s hard to resist the
screen, do an image search, and compare, contrast,
such as Tangrams HD by Visual Learning Aids, that
allure of a child at peace with a tablet.
describe, and imagine away.
allow the child to play with math concepts; or seek out
A myriad of electronic “paint” and music-making
As early educators evaluate and wend their way
storytelling props that invite language play, such as
products promise countless hours of creative play.
through the mountain of apps, games, and digital “so-
Sock Puppets.
Look for those that, like a master arts teacher, can
lutions,” just remember that it’s not about what tech-
provoke a little exploration that may lead to a deeper
nology can deliver, but what the child takes away.
Toy vs. Tool
understanding of how to build a piece of music or
Classic toys such as dolls, blocks, balls, and role-
create an image to express an idea. A good example
Stephen Gass has more than 20 years of experience
playing sets (play kitchen, work bench, garage/
is Singing Fingers, an iPad app developed at MIT
in the design, development, and distribution of learn-
roadway—all gender stereotypes aside) are familiar
that lets the users finger-paint sounds (including
ing products, including computer software, online
learning tools in many preschool and pre-preschool
their voice) on the screen, then play and explore the
applications, toys, games, books, and video. He is
environments. In addition to providing opportuni-
graphic musically.
president of Every Baby Company, an organization he
ties for children to exercise certain motor skills, these
types of materials are dependable standards for
22
| Zoom out | Search
| SEPTEMBER 2013
Try to determine how readily these virtual explorations come off the screen and onto the floor, into the
founded for the development of early learning products, the first of which is Eebee’s Adventures.
NEXT:
Legal issues with cloud
computing
LEGAL ISSUES IN I.T.
| Zoom out | Search
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Justin Bathon
The Fine Print on Cloud Computing
Keeping pace with the minutiae of cloud computing law is a big challenge for any district. It’s also a necessary one.
hen it came to helping districts navigate
in mind as you explore any cloud
the morass that is modern data storage,
service as a home for your data.
the federal government likely had the best
of intentions. In its 2010 National Education Technology Plan, the US Department of Education
At the core of the legal concern
seemed to be betting its chips on cloud computing, re-
over cloud computing is data. In the
marking that a cloud storage model, where data is kept
digital world, data is constantly be-
on internet servers scattered around the country or the
ing created, archived, shared, and
globe, can “support both the academic and administra-
destroyed. The default position of
tive services required for learning and education.” But
the internet is open, meaning all the
at the same time, it hedged its bets a bit, remarking
data that interacts with the inter-
that the cloud “is still in a nascent stage with obstacles
net can be shared. This presents a
to overcome to fully realize its potential.”
challenge for school personnel who
are under legal obligation to keep
shutterstock.com
Of those obstacles, legal issues remain one of the
23
Cloud Regulation
biggest factors limiting schools from fully embracing
the information secure. These legal
the power of the cloud. And despite the National Edu-
obligations stem from the Fam-
cation Technology Plan’s apparent soft spot for cloud
ily Educational Rights and Privacy
computing, the government has given little legal guid-
Act (FERPA) and Children’s Internet
ance as to how to meet those challenges. Among the
Protection Act (CIPA), but also from
such as the Children’s Online Privacy Protection Act
issues facing schools are contracting, ownership, pri-
related privacy statutes such as the Health Insurance
(COPPA), apply to technology providers but also impact
vacy, data security, and access. Here’s what to keep
Portability and Accountability Act (HIPAA). Other laws,
the school and require the school’s attention.
| SEPTEMBER 2013
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Compounding all of this federal regulation is a host of
The majority of specific legal concerns about cloud-
For schools considering the legal elements of these
privacy and data security laws that vary by state, some
based data stem from the fact that some public data is
contracts, it is important that these documents specify
of which might be surprising. Take state open records
privately held. While some public schools have created
that the private cloud company has no ownership
or “sunshine” laws, which permit the public and press
big resource-sharing cloud solutions, such as the Illini-
interest in the intellectual property contained in the
to inspect records of government organizations, includ-
Cloud in Illinois, most school districts contract to use
uploaded data. Agreements specifically designed for
ing schools. When public data is stored in the cloud,
proprietary cloud solutions from third-party vendors for
educational use, such as the one for Google Apps for
it may be subject to the open records requirements
various elements of the school organization. (Relation-
Education, make this clear in their contract (see 8).
already applicable to schools, which can include Free-
ships between schools and districts and cloud vendors
Cloud services that are not specifically designed for
dom of Information Act requests for non-student-spe-
are explicitly permitted under the FERPA regulations.)
education may look to retain some ownership interest
The vast amount of data that schools are storing in
in the work. Most cloud computing contracts will also
the cloud might include student attendance, student
contain a secondary license granting the rights to use
grades, student work products, course information,
the intellectual property, including, potentially, commer-
employee e-mails, employment files, the school bud-
cially profitable sharing. The extent of this secondary
get, and many other core information functions. It might
license should be of great concern to educators.
cific data.
TERMS OF ACCEPTANCE
even include student-related work through familiar services like Edmodo, Dropbox, or Facebook.
Facebook is the classic case of exploiting user information—data that many would consider private—for
their secondary purposes. Facebook states that the
Click for Mac
What rights are your students really signing away
when you click “Accept” to an online agreement
you haven’t read? Click here for the captioned version.
24
| SEPTEMBER 2013
A Look at Cloud Contracts
company will “use the information we receive about
The private contracts between schools or districts and
you in connection with the services and features we
cloud vendors that govern all of this data are essential
provide to you and other users like your friends, our
for providing legal clarity and protection for adminis-
partners, the advertisers that purchase ads on the site,
trators, employees, and students. Many of these con-
and the developers that build the games, applications,
tracts, especially those involving large companies, are
and websites you use.”
one-size-fits-all agreements. Smaller companies, and
These secondary licenses, varying widely in the de-
ones that rely on partnerships with schools, may be
gree of transfer rights, exist in nearly all cloud-based
more open to negotiation (see the video at left).
service contracts that serve the education market.
| Zoom out | Search
| Next Page
An education-specific example of this rights-transfer
Next, to help insure privacy, the contract should ar-
litigation by either party to the suit. (My University of
clause can be seen in the Edmodo terms of use agree-
ticulate ongoing access to data rights for the school
Kentucky colleague Scott Bauries wrote a series of four
ment. Many of these transfer rights are essential to mak-
organization. Not only is an “access to data” clause
blog posts that provides a great background to the is-
ing the product function and are generally harmless (like
important for maintaining access to an institution’s own
sue in education.)
Edmodo’s right to modify a profile pic to fit in the display
data for various daily uses, but access to data is impor-
constraints). But because so few people read or actively
tant in the event of litigation.
monitor the usage of these transfer rights, there is room
Because these e-records are increasingly stored in
the cloud, a contractual provision with a cloud pro-
As data increasingly becomes digital, the need to
vider articulating your data access rights and limita-
for abuse. For instance, one could envision a startup
gather evidence for litigation has led to the field of e-
tions is essential to ensuring that your organization
cloud company using a student image in their promotional
discovery, which refers to the electronic documents or
maintains control and assures the privacy of all of your
video thanks to a broadly worded transfer rights clause.
records requested during the investigational period of
electronic data, even during litigation when the cloud
Keeping Data Handy
Transfer rights are related to another important issue
in cloud computing: privacy and security. In education,
the privacy and the security of data are mandated by
GEAR UP FOR EDUCATION
Affordable Technology Solutions
federal and state statutes designed to protect student
and employee records. Specific certification for data
security should be included in the contract, and the
vendor should be able to show some form of industryaccepted certification for their data center or the data
center with which they contract (making for even more
complex contracts). Certifications include one issued
by the American Institute of Certified Public Accountants and the International Organization for Standardization (ISO 27001), as shown by the industry standards
met by the Amazon cloud storage solution.
25
| SEPTEMBER 2013
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provider is likely to be involved in the
form to meet the challenges of off-site
discovery process.
data storage in education. Luckily, this
issue has been examined more fully at
A Complex Situation
the higher-education level. This series
As you can see, there are a variety of
of reports by Educause (1) (2) (3), for
complex legal issues involved in cloud
instance, provides some useful back-
hosting of educational and employee
ground for K-12 professionals consid-
data. Unfortunately, there is little legal
ering cloud transitions.
guidance available for schools, and
Obtaining the vast scope of benefits
most local school board attorneys may
offered by cloud computing requires
struggle with the legal and technical
us to make some difficult transitions.
complexities of this area. This situa-
In the near term, contracts with cloud
tion is made even more complex, of
providers are the only substantial
course, by the uncertainty and lack of
mechanism by which educators can
flexibility in industry-standard click-
resolve these legal concerns. By work-
wrap agreements. Clickwrap agree-
ing together over the next few years,
ments are the checkboxes we all tick
the educational community can build
off (but rarely ever read) when install-
a more robust legal infrastructure for
ing new software. These clickwrap
cloud computing in schools.
agreements have been found to be ap-
26
plicable even
to students in the educa_____________________________
Justin Bathon is an assistant pro-
tion
setting.
__________
fessor of education leadership at the
This complexity, lack of flexibility, and
University of Kentucky and a director
lack of legal guidance has led to some,
of the Center for the Advanced Study
such as industry watchdog SafeGov,
of Technology Leadership in Education
to call for statutory or regulatory re-
(CASTLE).
| SEPTEMBER 2013
NEXT:
Location-based data to
the rescue
________________________________
______________________________
| Zoom out | Search
| Next Page
DATA ANALYTICS
| Zoom out | Search
| Next Page
Greg Thompson
The 30,000-Foot View
Geovisual software can help district leaders make data-driven decisions about redistricting, attrition, and transportation.
or district leaders, the modern school system
schools are losing kids to private or
can be a maze of options, with dead ends, wrong
charter schools,” says Amos. “With
turns, and delays leading to classic paralysis by
the right kind of insight, planners can
analysis. Solving the maze from within can be
react appropriately and determine
difficult, but rising above the labyrinth with geovisual
what kind of magnet schools could
analytics can illuminate the finish line.
attract those kids back to the local
For the uninitiated, geovisual analytics is an emerging interdisciplinary field integrating visual analytics
school system.”
Amos tells the story of a recent
and geographic information science. Essentially, the
GuideK12 district that decided to ex-
software sorts through massive amounts of data from
plore the impact of combining middle
school and local government sources to help school
schools, by looking at local crime sta-
administrators find patterns and trends. These patterns
tistics. “They wanted to analyze gang
can then be displayed visually—for example, layered
territories and work with local police
over a district map. “It definitely beats staring at a
to determine school safe zones,”
spreadsheet,” says Chuck Amos, CEO of Minneapolis-
explains Amos. “The police in many
based GuideK12, a geovisual analytics software com-
communities collect those statistics, and they can be
a situation in which one school’s racial balance was
pany. “By adding the geographic, visual dimension to
brought into our software.”
thought to be markedly different than the overall dis-
GuideK12 allows educators to overlay student data onto maps.
your data, we bring out insights.”
What sort of insights? Many schools, for example, are
27
trict. That perception turned out to be incorrect, and
Making Choices With Maps, Not Emotions
dealing with student attrition, and school boards want
Amos says that objective software analysis can even
to know why. “We can help identify patterns of loss if
help cool the heated topic of race. Specifically, he cites
| SEPTEMBER 2013
GuideK12 helped correct the misunderstanding.
“Racial balance tends to be a highly charged issue,”
Amos says. “When the issue was raised at a meeting,
| Zoom out | Search
| Next Page
DATA ANALYTICS
school officials were able to bring up information on the
lives there, and suddenly people say, ‘Wow, we thought
a boon when it comes to establishing attendance
fly that showed racial balance at the school in question
kids who lived there were all poor or Hispanic,’ when
boundaries. “The engine that this product is built on
was actually within a very small variance of the overall
that’s really not the case. It’s helpful to eliminate some
does the census count,” she says. “That makes it a
district racial balance.”
of those misconceptions. The software can take that
scalable and efficient engine, which is difficult to find
out of the picture and show the real situation and de-
in the K-12 market. This software will receive any kind
mographics.”
of data you can send it and will present it on a map,
The speed at which the software can produce actionable data is something that Robert R. Emerson,
assistant superintendent of educational services at
so you can get a geovisual display of just about any
Farmington Municipal Schools (NM), really could
children in each school along ethnic and socioeco-
have used during an arduous middle school redistrict-
nomic lines becomes less emotional. “The software
ing process. Looking back on the marathon meetings
lets you talk numbers,” he says. “And the work goes a
us there must be a lot of young families moving into an
that he endured without the help of GuideK12, he es-
lot quicker.”
area because the number of kids is growing. Down the
timates that the software could have cut the redistrict-
Decisions regarding attendance boundaries involve
kind of data you want.”
Emerson adds, “We see patterns in growth that tell
line, that is really going to help us. Right now our en-
ing time by two-thirds. “That process was the impetus
many different factors, and Ruben Morales, an as-
rollment is fairly flat year-to-year, but a few years ago it
for looking for a different software package that would
sistant principal in the Miami-Dade County Public
looked like we were going to have to build new schools.
help us in future projects,” says Emerson. “We’re go-
Schools (FL), agrees that emotions run high among
If that starts to happen again, GuideK12 will be invalu-
ing to be redistricting our elementary schools probably
parents. Lines on a map, however, do wonders to quell
able, because you’ll be able to quickly see patterns of
the year after next, and it’s going to be so much easier
those emotions. “As you are drawing these maps, you
where kids are living.”
and quicker.”
can give parents a logical reason as to why certain
blocks can’t go to a particular school, because there
Illumination Through GIS
pect, primarily due to emotional parents who are wor-
might be a natural boundary, such as a canal,” he says.
Redlands, CA-based Esri (Environmental Systems
ried about their children’s future. Even in the relatively
“So if students are walking home they might have to go
Research Institute) provides geographic information
small, 40,000-person community of Farmington, educa-
an extra 10 to 15 blocks because of that canal. Another
system mapping software and geographic data con-
tors’ misconceptions can cloud what is an otherwise
school, on the other hand, might be a shorter distance
tent. While Esri GIS mapping tools can serve many
straightforward decision. “People have preconceptions
and make more sense.”
purposes, including visualizations
of the recent tornado
__________________________________
Any redistricting initiative can be a daunting pros-
about neighborhoods and the kids who live there,” says
Emerson. “Then you go and actually look and see who
28
From there, the mission to balance the number of
| SEPTEMBER 2013
Miami-Dade’s CIO Debbie Karcher says that the
GuideK12 software’s mapping function has been
__________ in Moore, OK, they are also useful in K-12
destruction
education.
| Zoom out | Search
______________
____________________
__________________
| Next Page
| Next Page
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DATA ANALYTICS
According to George Dailey, program manager of GIS
in Schools for Esri, the “foundational geographic nature [of GIS], coupled with its ability to interrogate data,
routing delivery of cafeteria food, and analyzing outside
use Guide K12 to check addresses of those guardians,”
lighting needs or maintenance.
says Emerson. “It has really helped in that process, and
Officials at the Davis Joint Unified School District
made it a lot quicker to review those waiver requests….
model possibilities, and augment decision-making,
(CA), for example, used Esri to examine the effects of
Now we’re getting fewer people lying because they
means that GIS is pervasive and present in all areas of
closing the district’s Valley Oak Elementary School.
know they’re going to get caught.”
K-12 education.”
Esri analysis revealed that only eight of the 122 K-3
students within one-mile walking distance of Valley Oak
The Road Ahead
used for choosing locations for new schools, assign-
would be further than one mile from another school.
Some school districts may continue to crunch data the
ing students to schools, picking bus stop locations,
This bit of data, in addition to many others, ultimately
old-fashioned way, but Dailey is convinced that truly
designing school evacuation plans and safety zones,
led to the decision to close the school.
effective school district management should include
Dailey reports that Esri’s GIS capabilities are routinely
Even in the realm of high-school athletics, geovisual
MAP OF THE FUTURE
Click for Mac
VIDEO: Sheryl Abshire, CTO of Calcasieu Parish
School System (LA), details how her district uses
geovisual analytics. Click here for the captioned version.
| SEPTEMBER 2013
a geographic analysis using high-tech tools. “GIS is
analytics can play a role. Farmington’s Emerson ex-
especially valuable for facilities planning, demographic
plains that parents are all too willing to lie about where
mapping and student geoanalysis, school transporta-
they live so that their kids can play on high-level sports
tion and logistics, safety, security, stakeholder informa-
teams. He uses GuideK12 to foil the pretenders. “One
tion access, and the growing area of campus and facil-
school was getting too big for its space because every-
ity management,” he says.
body was self-selecting that school, primarily because
30
| Zoom out | Search
Ultimately, Miami-Dade’s Karcher believes the very
of the high school it fed into,” he says. “GuideK12
existence of GIS and geovisual analytics software is
ties into our county assessor’s office database. When
a testament to the technological—and financial—
somebody says, ‘I live here,’ we can go into GuideK12
considerations of the modern school district. “There
and find out if he or she actually owns that property, or
are pressures on public schools to behave more like
is it an uncle or someone else? Sometimes it’s a busi-
private, charter, and virtual schools,” she says. “So
ness address.”
schools must start thinking like businesses.”
In some cases, people give guardianship of their kids
to other people who live in other attendance zones just
Greg Thompson is a freelance writer based in Fort
so the child can go to a certain school. “We can also
Collins, CO.
NEXT:
4 keys to desktop
virtualization
VIRTUALIZATION
| Zoom out | Search
| Next Page
Link Alander
4 Keys to Designing a Virtual Desktop Environment
The CIO of Lone Star College System discusses how to evaluate desktop virtualization opportunities, set up pilots, and
ultimately establish a reliable production environment.
This is an excerpt of a three-part series on desk-
until you settle the following key
top virtualization from the digital edition of Campus
questions: What problem are you
Technology, T.H.E. Journal’s sister publication that
solving, and who will benefit from
covers technology in higher ed. You can begin the
the solution?
entire series here.
First, though, it is critical to define the strategic value of any
hen implementing any new technology
or system, IT leaders are increasingly
having to answer the question: What’s the
TCO? What’s the ROI? With desktop vir-
costs for these projects are high,
and the actual ROI may not be
realized until the fourth or fifth
year—a timeline that may change
but straightforward, since any calculation is tied to
as you phase in more systems.
the overall goals and standards established during
It’s vital, then, that any desktop
the planning phase. Furthermore, in a rapidly evolv-
virtualization initiative be clearly
ing market space, these standards have to be flexible
aligned with your institution’s stra-
while still keeping to the overall project goals.
tegic goals. If your district’s top
iStockphoto.com
tualization, making these determinations is anything
Such considerations should prompt you to take the
goal is student success, for ex-
claims of the virtualization industry—whether it’s
ample, how can virtual desktops
cost savings or hardware reliability—with a grain
support that goal as part of the IT
tual desktop initiative on campus, you need to define
of salt. While significant benefits may ultimately be
value chain?
exactly what your production environment will look
attainable, none of them is likely to become a reality
31
virtual desktop project. The startup
| SEPTEMBER 2013
Once you’ve evaluated the strategic value of a vir-
like. You want a clearly defined architecture that will
| Zoom out | Search
| Next Page
VIRTUALIZATION
exceed your defined service levels and provide a
pilot a virtual desktop environment. This is actually
provide every opportunity possible for staff to develop
rich user experience—while keeping the project on
the easiest part of the project, and the time and re-
the skills they will need.
track and on budget. Here are four steps to help you
sources spent at this stage will significantly improve
achieve your goal.
your ability to provide a comprehensive solution later.
important at this point to calculate the scale of the
Before starting any pilot, though, first clearly define
full project. In designing your final core infrastructure,
1) Monitor Demand
its goals and scope. It’s all too easy during the pilot
the challenge is to determine what the number of your
First, you need to know how your schools actually
phase to shift the project’s scope and lose momen-
actual concurrent connections may be.
use computing resources across your district and
tum as a result. What is your area of focus? Student
what systems offer the best opportunities for desk-
resources, personal devices, learning centers, com-
solutely imperative, be careful not to over-pilot. If you
top virtualization. Many tools on the market provide
puter labs?
spend too much time on pilots, the project can lose
visibility into how systems are being used. By moni-
One final caution: While planning and testing are ab-
credibility.
toring application demand and system-resource
pilot of 20 to 30 seats can yield the same results as a
utilization, these tools identify those systems that are
50- to 100-seat pilot without the same complications.
3) Set Expectations
prime candidates for desktop virtualization. At Lone
If possible, try to test your pilot on infrastructure that
While a pilot project can be more forgiving than a
Star College System (TX), we identify desktop virtu-
mirrors your planned production environment—just
production environment, it is nevertheless critical to
alization opportunities by looking at the last 30 days
on a smaller scale. This will help identify potential
define your service levels early. Your final design will
of usage data.
problems.
be based on these service levels. One advantage of
These assessment tools can serve double duty since
32
It makes sense to start small, too: A virtual desktop
By its very nature a pilot is of limited scope, so it’s
To ensure the long-term success of your virtualiza-
all virtual desktop solutions is they are built on a vir-
many also have the ability to monitor issues that may
tion effort, also be sure to involve all areas of your IT
tual server/application platform, which has an inherent
occur after you stand up your virtual desktop environ-
shop in the pilot. It’s the perfect time to identify and
resiliency that can prevent major system failures.
ment. This allows the IT team to ensure that newly
train key staff to support the production systems, and
deployed applications are performing well and that the
to include external experts alongside your IT staff.
risk, or tolerance. How tolerant will your organization
appropriate resources are available.
The knowledge gained by your staff will lead to im-
be if, during login, a “boot storm” brings the process
proved support for your eventual production systems.
to a crawl? What will happen if the core infrastructure
2) Establish Proof of Concept
Desktop virtualization involves a radical shift in how IT
fails and all systems go down? Will students or faculty
Before you finalize a deployment plan, it’s critical to
provides both desktop and infrastructure support, so
still want to use virtual desktops if the systems are
| SEPTEMBER 2013
To start, you need to identify the acceptable level of
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Meet our expert contributors:
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Julie Evans, CEO, Project Tomorrow
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Jeanne Hayes, President, The Hayes Connection
Tom Greaves, President, The Greaves Group
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What’s on Teachers’ Professional Development Wish List?
Report: Technology Integration Holds Steady with BYOD Set to Increase
Subscribe now to Education Channel Partner Newsletter
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VIRTUALIZATION
slow over a wireless connection? While there are de-
structure is deployed for a single function: desktop
and the staff must have experience in balancing
ployment models that will reduce these risks, they will
virtualization. The system can be split into seg-
these cloud resources, which makes a private cloud
also impact the project cost.
ments—one for student computing, for instance,
a realistic option only for the largest districts or a
and another for administrative functions. While resil-
consortium of districts. While the cost of a private
should be better than your current service levels for
iency can be built into this design to address the
cloud is higher, it’s certainly not double that of the
physical desktops. This can be achieved when your
failure of a hardware component, the impact of a
single infrastructure model. In the event of a catas-
Ultimately, your service levels for virtual desktops
virtual desktop environment is designed around a dynamic desktop running on solid-state hardware.
Simply put, if the virtual environment supporting 1,000 student
desktops fails, it’s time to start polishing your résumé.
4) Design for Success
When designing a virtual desktop environment, keep
total failure of the system would be significant. Sim-
trophe, however, performance might be diminished
in mind these four key areas:
ply put, if the virtual environment supporting 1,000
but users would still have access.
a) Network. The network will be a defining fac-
Hybrid cloud: This model utilizes virtual desktop
tor in your final design; if your network can’t deliver,
résumé. To prevent this from happening, you must
endowments delivered via a hosted provider. It’s a
your users will see a drop in quality. Constant moni-
have highly skilled staff to monitor the systems along
relatively new approach and is typically priced on a
toring of network performance during the pilot can
with virtual desktop/application performance. On the
per-desktop, per-month basis. Use of a hybrid model
help eliminate future issues. On a positive note, the
plus side, this model of deployment offers a lower
would alter your internal hardware needs while at the
demand placed on networks by virtual desktops has
cost of ownership than the private cloud model (see
same time significantly impacting your network distri-
declined significantly in the last few years, due to the
below).
bution and bandwidth requirements. While the hybrid
rapid adoption of mobility platforms along with virtual
desktop performance tuning.
Private cloud: This model will significantly re-
model has gained some traction in certain industry
duce your risks and allow you to mix the administra-
sectors, it’s rare or unknown in the education sector
tive and student virtual desktop resources with a high
other than in distance learning or specialized applica-
desktop initiative, schools can choose from several
level of fault tolerance. The challenge to deploying
tion training. One important proviso: While your school
deployment models, each with significant pros and
this model is cost—and the need for facilities and
would not manage the core infrastructure under this
cons:
experience. To deploy a private cloud, the core infra-
model, if the service were to go down you would be at
structure must reside in two or more data centers,
fault, not the provider.
b) Architecture Models. In setting up a virtual
Single infrastructure: In this model, the infra-
34
student desktops fails, it’s time to start polishing your
| SEPTEMBER 2013
endpoints is just as important as the core infrastructure. Plus, sticking to these standards through the
| Next Page
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VIRTUALIZATION
c) Endpoint Devices. Establishing standards for the
| Zoom out | Search
might lack the resources to run newer operating
tify what will be backed up beyond the servers sup-
systems or applications.
porting virtual desktops.
d) Backup Systems. Do not overlook the impact
first phases of pilot and production will greatly sim-
that a virtual desktop environment will have on your
Link Alander is vice chancellor and CIO of Lone Star
plify your project. These device standards establish a
backup and recovery systems. Take the time to iden-
College System.
baseline for deployment based on the actual chipsets.
In the last year, major breakthroughs have enhanced
device and video performance. As with everything
else, many options are available—including BYOD
for students. The typical endpoint options are:
Client-access software: Students and faculty
use their own devices, provisioned via a software
application.
Zero clients: Also known as ultra-thin clients, these
typically use an all-in-one solid-state approach that
boots directly to the virtual desktop environment. These
devices are also available without the all-in-one design.
Thin clients: These are solid-state devices that
have additional capabilities along with performance
enhancements—video, local memory, and expansion
bays. Many of the new zero clients are also adding
these features.
Provisioning of existing desktops: This approach uses existing hardware to boot directly to the
virtual desktop environment. It’s a good way to extend the life of your district’s older desktops that
35
| SEPTEMBER 2013
COMMUNICATING THE BENEFITS
OF DESKTOP VIRTUALIZATION
Every IT project, whether it’s desktop virtualization or mobile device management, should be closely aligned
with your institution’s strategic goals. But in today’s educational IT environment—where too many projects are
competing for too few resources—it’s a lot easier to get a green light if your initiative offers benefits above and
beyond strategic alignment. And even then, it might not be enough. To increase your chances of success, it’s vital
that you also develop a communication plan to build support for desktop virtualization. If you’ve done your job, all
stakeholders should be fully aware of its potential benefits:
Savings: The ability to repurpose existing hardware with virtual desktops can extend the hardware lifecycle, while
enabling the hardware to run applications or operating systems that it previously couldn’t. Due to the initial startup
costs, however, these savings won’t be realized until the second or third year of the project.
Upgrading the OS: Everyone faces the challenge of upgrading operating systems. The migration from Windows
XP to Windows 7 provided a great opportunity to move to virtual desktops, since many systems did not have the
ability to run Windows 7. Now another opportunity has arrived with the migration to Windows 8.
Mobility: Mobility is a great opportunity that is often overlooked in virtual desktop projects. For starters, it’s a
major selling point when you’re trying to secure buy-in: The ability for faculty, staff, and students to access their
virtual desktop using multiple devices should not be underestimated. And don’t forget the cost savings that stem
from reducing internal desktop resources as the focus shifts to support for student-owned devices.
Desktop Security: Compared with physical desktop computers, it is easier to secure virtual desktops and data.
thejournal.com
_____________
| Zoom out | Search
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September 2013 : vol. 40 : no. 9
SALES CONTACT INFORMATION
Editorial Staff
Editorial Director Therese Mageau
Executive Editor Christopher Piehler
Associate Editor Stephen Noonoo
Executive Producer, Online David Nagel
Multimedia/Online Editor Joshua Bolkan
Online/Custom Content Editor Kanoe Namahoe
Senior Contributing Editors
Linda Briggs, Dian Schaffhauser, Matt Villano
Contributors
Link Alander, Justin Bathon, Geoffrey H. Fletcher, Stephen
Gass, Greg Thompson, John K. Waters
Art Staff
Creative Director Scott Rovin
Graphic Designer Erin Horlacher
Production Staff
Director, Print Production Jenny Hernandez-Asandas
Production Coordinator Anna Lyn Bayaua
Executive Producer, Online
Online/Custom Content Editor
Multimedia/Online Editor
Media Assets Manager/
Newsletter Production
Chief Content Officer
Chief Revenue Officer
Chief Marketing Officer
David Nagel
Kanoe Namahoe
Joshua Bolkan
Thomas Brown
Anne Armstrong
Wendy LaDuke
Carmel McDonagh
ADVERTISER/URLs
PAGE
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GovConnection ....................................... 15
govconnection.com
Instructure ............................................... 10
instructure.com/thejournal
NetSupport .............................................. 11
netsupportschool.com
Sprint ....................................................... 12
sprint.com/teach
President &
Chief Executive Officer
Senior Vice President
& Chief Financial Officer
Executive Vice President
Neal Vitale
Richard Vitale
Michael J. Valenti
Vice President,
Finance & Administration Christopher M. Coates
Vice President,
Information Technology
& Application Development Erik A. Lindgren
Vice President,
Event Operations David F. Myers
Chairman of the Board
Jeffrey S. Klein
T.H.E. Journal Online Resources .......... 29
thejournal.com
T.H.E. Journal Subscription ................... 26
thejournal.com/subscription
REACHING THE STAFF
Staff may be reached via e-mail, telephone,
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36
Corporate Office
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Telephone (818) 814-5200;
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| SEPTEMBER 2013
CHIEF REVENUE OFFICER
Wendy LaDuke
P (949) 265-1596
C (714) 743-4011
[email protected]
SCHOOL INDEX
Bibb County School District (GA) ........................ 7
Calcasieu Parish School System (LA) .............. 30
'DYLV-RLQW8QLÀHG6FKRRO'LVWULFW&$ ............ 30
Ephrata High School (PA) ................................... 8
Farmington Municipal Schools (NM) ............ 28-30
Fort Mill Elementary School (SC) ........................ 7
,UYLQJ,QGHSHQGHQW6FKRRO'LVWULFW7; .............. 3
0LDPL'DGH&RXQW\3XEOLF6FKRROV)/ ..... 28-30
0RRUHVYLOOH*UDGHG6FKRRO'LVWULFW1& ............ 7
3DOR$OWR8QLÀHG6FKRRO'LVWULFW&$ ................. 3
Quakertown Community School District (PA)...... 3
5RFNGDOH0DJQHW6FKRROIRU6FLHQFHDQG
7HFKQRORJ\*$.................................................. 5
Rowan-Salisbury School System (NC) ............... 3
6RXWK:RRGV(OHPHQWDU\6FKRRO)/ ................ 3
St. John’s County School District (FL) ................ 3
Valley Oak Elementary School (CA) ................. 30
COMPANY INDEX
Amazon ............................................................. 25
Apple ................................................................... 6
%(<21'7HFKQRORJ\(GXFDWLRQ ......................... 4
'LVFRYHU\(GXFDWLRQ........................................ 5, 7
Dropbox ............................................................. 24
(GPRGR ....................................................7, 24-25
(ULFRP6RIWZDUH .................................................. 7
Esri ............................................................... 28-30
Every Baby Company........................................ 22
Facebook ....................................................... 6, 24
WEST COAST SALES DIRECTOR
Mark D. Buchholz
C (714) 504-4015
[email protected]
)XQGVIRU/HDUQLQJ ............................................ 18
Glogster ............................................................... 8
Google ........................................................... 6, 24
*XLGH....................................................... 27-30
+HDUWODQG6FKRRO6ROXWLRQV ................................. 7
HP........................................................................ 5
Iotic .................................................................... 22
.LGV'LVFRYHU ...................................................... 7
0LFURVRIW .............................................................. 5
Netop ................................................................... 7
Pearson ............................................................... 7
3HUIRUPDQFH0DWWHUV ........................................... 7
Promethean ......................................................... 8
Siemens............................................................... 5
67(0)XVH ......................................................... 5
7XUQLWLQ ................................................................. 7
7ZLWWHU .................................................................. 6
9LVXDO/HDUQLQJ$LGV .......................................... 22
This index is provided as a service. The publisher
assumes no liability for errors or omissions.
T.H.E. Journal (ISSN 1553-7544) is published monthly by 1105 Media, Inc., 9201 Oakdale Avenue, Ste.
101, Chatsworth, CA 91311. Complimentary subscriptions are sent to qualifying subscribers. Subscription
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printing errors and/or new developments in the industry.
EASTERN REGION SALES MANAGER
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P (207) 883-2477
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CENTRAL REGION SALES MANAGER
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C (847) 971-5621
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SENIOR SALES ACCOUNT EXECUTIVE
Jean Dellarobba
P (949) 265-1568
[email protected]
SALES DIRECTOR,
PUBLIC SECTOR EVENTS
Patrick Gallagher
C (617) 512-6656
[email protected]
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